Preparing Master’s Degree Students for Doctoral Studies - A Lecturer’s Perspective: Results of a Case Study of Problem-Based Learning (PBL)

Abstract

Problem-based and project-based learning (PBL) is a learner-centered approach that promotes active learning through solving real-life problems. It enhances self-direction, constructive feedback, and cooperation skills in students. The aim of the study is to explain the implementation of problem-based learning (PBL) in higher education to improve student learning and prepare graduates for research. At N University of Technology, PBL was implemented among 47 master’s degree students in industrial ecology curricula in 2021/2022. The problem arose from large group sizes during lab practicums, causing anxiety and time constraints. To address this, smaller groups (3–4 members) with different time slots were formed. The lecturer provided relevant articles, theses, and materials for students to work through before solving the problem. Resources were accessible through the Moodle platform, encouraging effective individual and group work. Reading master’s theses prepared students for their own thesis writing, considering the course’s volume limitations. Whether to explain hidden goals, such as thesis preparation, was debated due to students’ limited ability to absorb oral information. A detailed written guide is proposed, with consideration for the appropriate level of detail.